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Ilkogretim Online - Elementary Education Online, Year; Vol 19 (Issue 4): pp. 2689-2696 http://ilkogretim-online.org doi: 10.17051/ilkonline.2020.04.764633 MULTICULTURAL EDUCATION IN STRENGTHENING NATIONAL BEWARE OF RADICALISM THREATS IN INDONESIA Zulaecha Ngiu, Department of PPKn, Faculty of Social Sciences, State University of Gorontalo Jalan Jenderal Sudirman No.6 Gorontalo, zulaecha@ung.ac.id Abstract- Multicultural education is a series of strategies to strengthen national integration aimed at addressing possible threats to national security, which reflects the socio-political reality of Indonesia due to the diverse ethnic and cultural backgrounds of the nation. Therefore, the government needs to breakthrough by implementing and strengthening its national awareness among Indonesian people through multicultural education. Because this diversity is an invaluable wealth and, at the same time, is a potential threat factor that could endanger Indonesia's national security. Efforts to expand and deepen people's understanding of diversity that exists in society and to uphold a sense of belonging and solidarity in every citizen. The implementation of multicultural education must be a joint effort between the government and civil society in the form of programs or guidelines as outlined in the formal, informal and non-formal education curriculum. Keywords: Multicultural Education, PPKn, education, management, Indonesia I. INTRODUCTION Indonesia as one of the major countries in the world and a very large population with a variety of religions, ethnicities, races, languages, social, and cultural conditions that inhabit the territory of Indonesia makes Indonesian people known as a multicultural society. Pluralism and multiculturalism suggest differences. When managed properly and correctly, pluralism and multiculturalism produce positive strength for nation- building. Otherwise. If not managed properly, pluralism and multiculturalism can lead to conflict and social violence. Multicultural education is a cross-border discourse because it is related to issues of social justice, democracy, and human rights (Tilaar, 2003). According to Crandal (2003), multicultural education is education that takes seriously the background of aspects of ethnic, ethnic, racial, religious, and cultural diversity. Therefore, in a nutshell, multicultural education is ed cation about cultural diversity. International Political Journal Vol. 17 No. May 1, 2015, aims to instil a tolerant attitude towards differences that exist. The reality of Indonesia as a plural and plural country needs culture-based education to avoid vertical conflicts, especially those related to ethnic and racial differences. Conflict is prone to occur when Indonesian people are unable to understand diversity so they cannot deal wisely with differences in the social environment. This is what shows that progress can backfire if the government does not immediately give more attention through multicultural education. II. METHODS The methodology uses literature study from several previous studies. III. DISCUSSION Multicultural education can also be perceived as a bridge to achieve the ideals of shared life as a nation that is now faced with various types of challenges in the era of globalization (Tilaar, 2003). The purpose of multicultural education is to instil the values of pluralism, humanism, and democracy directly by the community from an early age at school (Baidhawy, 2005). According to Suprapto (2009), multicultural education also aims to invite people to be able to accept differences that exist as a natural process. Thus, it will be easy for the people of Indonesia to have an awareness of equality towards the diversity of 2689| Zulaecha Ngiu MULTICULTURAL EDUCATION IN STRENGTHENING NATIONAL BEWARE OF RADICALISM THREATS IN INDONESIA nationalities, ethnicities, races, languages, and culture in a balanced way of life. Multicultural Education Strategy as a Means of National Integration Indonesia is a country whose community consists of various ethnic groups, cultures, ethnicities, and religions so that it can be called a multicultural society. Since time immemorial, people Because it is needed a breakthrough in citizenship education in Indonesia by promoting multicultural education. One of the goals of multicultural education is "the cultivation of a way of life that respects, is sincere and tolerant of the diversity of cultures that live amid a plural society" (Arifuddin, 2007: 1). Multicultural education is directed to build a caring attitude and want to understand or give recognition (recognition) to other different parties. The multicultural education paradigm includes subjects regarding injustice, poverty, oppression, and underdevelopment of minority groups in various fields, be it social, economic, cultural, educational, and so on. Multicultural education includes themes related to "tolerance, ethnocultural and religious differences, the danger of discrimination, conflict resolution and mediation, human rights, democratization, plurality, universal humanity, and other relevant subjects" (Arifuddin, 2007; Tilaar, 2002: 15). MSI, as the strength of the nation, should get multicultural education because they have a strategic position that can directly affect the dynamics of community, nation and state life and are counterparts and partners for the government (Hikam, 1999a, 1999b, 2001). Abandonment of the MSI will open up opportunities for the forces that want men made them as a vehicle and even a source of conflict once the target horizontal infiltration and influence of foreign ideologies that are not by Pancasila and the 1945 Constitution Some key components of MSI that are especially necessary to get an education multicultural between others are non- governmental organizations (NGOs), religious organizations, the indigenous peoples of the archipelago, the media, professional groups, intellectuals, farmer groups and workers, as well as entrepreneurs. They need to get a multicultural education because they are less informed about the diversity of Indonesia that is accustomed to getting from formal education. The cultivation of multicultural principles of non-formal education has been developed by several parties. These initiatives emerged based on the real conditions of the diverse Indonesian nation. Some MSI figures are now increasingly aware of the importance of national integration which has long taught about multiculturalism, for example, developing and socializing the principles of multiculturalism in the Salaf pesantren. This multicultural education will deliver and develop Indonesian people who have the spirit of nationalism and ultimately can maintain the integrity of the nation from the threat of disintegration. When realized by religious-patterned education, multicultural education is believed to be able to deliver students to moderate and inclusive understanding (Marzuki, Miftahuddin, and Murdiono, 2011). Civil society-based multicultural education is education that is designed, assessed, and developed by the community that leads to efforts to respond to existing challenges and opportunities (Furqaan and Fatonah, 2012). In other words, multiculturalism education based on civil society will become a national awareness movement in the face of a changing environment. Efforts to adapt behaviour without being supported by sufficient cognitive abilities in understanding the concept of multiculturalism will not proceed as planned, both at the level of individuals and groups. According to Sihombing, the community is right to be the target of multicultural education subjects because every citizen has roles and responsibilities that directly or indirectly have a big influence on the order of Indonesian social life (Furqaan and Fatonah, 2012). Multiculturalism education must be based on the value of diversity as one of the pillars of the Indonesian state. Diversity is a mirror of the life of a pluralistic Indonesian society and is believed to be the nation's capital to continue to survive in a rapidly changing environment. Multicultural education based on diversity when applied in socio-cultural life will create an inner and outer attitude that recognizes differences that exist (Anggraini, 2014). Thus, every citizen should be the subject of multicultural education from an early age and its development must be considered by the government. Barriers to the Implementation of Multicultural Education in the Community Environment It must be acknowledged that adat groups have not received proportional attention to be given multicultural education in the last few decades. This group is one of the main keys in controlling tribes in Indonesia that do not yet have access to formal education. For example in the case in Timika, Papua was two groups of residents of Kampung Liwung Mekar (formerly called Tuni Kama), Kwamki Lama took part in an attack with each other with arrows following the death of Lenius Kogoya (Kompas, November 20, 2010). The tribal war is very vulnerable to occur even among indigenous peoples who have quite a lot in common as a parent of the Melanesian race (Papua). Another case that can be used as an 2690| Zulaecha Ngiu MULTICULTURAL EDUCATION IN STRENGTHENING NATIONAL BEWARE OF RADICALISM THREATS IN INDONESIA example of the urgency of multicultural education for MSI is the clash of two camps before the Blowfish trial in front of the South Jakarta District Court which caused casualties. Although the background of this conflict is an economic factor (the seizure of parking lots), the ethnic and regional backgrounds are very prominent, namely the fight between the Ambonese and Flores in Jakarta (Kompas, 29 September 2010). The two cases above are examples of conflict cases that have occurred for a long time and are still frequently encountered today in several regions of Indonesia, as stated by the Indonesian National Police. According to Kadiv. Police Headquarters Public Relations, Inspector General (Pol.) Ronnie F. Sompie, since 2010-2014 there have been hundreds of communal conflicts whose numbers have tended to increase. Within a year in 2010, for example, 51 conflicts occurred, while in 2011 there were 109 conflicts and increased to 136 conflicts in 2012, while in 2013 there were 164 conflicts (Tribunnews, 2015). Although in 2014 a decline in the number of conflicts (65 conflicts) but the matter does not indicate that Indonesia in the year 2015 off of a series of social conflicts. This is supported by the statement of General (Pol) Badrodin Haiti recently before the House of Representatives Commission III which said that in 2015 Indonesia is predicted to continue to face social conflicts due to economic factors (Sinar Harapan, 2015). The emergence of a series of conflicts will facilitate the entry of other major threats, such as the threat of radicalism which generally develops in conflict areas. Head of the National Counterterrorism Agency (BNPT), Saud Usman said that the development of radicalism in conflict areas was also influenced by other factors such as unemployment, possessions, and communal conflicts, including retaliation in the community (JPNN, 2014). Until now, several conflict-prone areas which are predicted to grow a network of radical organizations, both old and new are Poso, Ambon, Aceh, and Papua (JPNN, 2014). The four regions are old areas that since the reform era until now are still prone to conflicts because the Government's handling is still not optimal. From the case, examples above it can be assumed the importance of understanding about shared life in diversity in civil society. Unfortunately, the government's efforts to develop the values of multiculturalism in MSI have not been carried out in a focused and integrated manner. This is because sociologically and politically, MSI is not under one department that handles all under one umbrella. Religious groups, the responsibility is in the hands of the Ministry of Religion while indigenous groups are in the hands of the Ministry of Culture and Tourism. Whereas for other groups, for example, the urban poor, are under the responsibility of the Ministry of Social Affairs. Ideally, despite being under the responsibility of different Ministries, the inculcation of multicultural principles through special education programs for the MSI is very important for the Government to do immediately so that integration between MSI and the Indonesian government is increasingly formed and strengthened. When the understanding of multiculturalism is not immediately implanted in every Ministry, what will happen is a strategy that runs alone without achieving a goal. Conditions and Aspects of Strengthening National Precautions Current National Precautions Padnas understanding of the conditions at this time must depart from the conception Archipelago (Wasantara) through insight to Astagatra (eight gatra) that is in it. Astagatra is composed of static gateways ( trigatra ), which include geography, demographics, and natural resource wealth (SKA) owned by Indonesia, and dynamic gatra-gatra (pancagatra) which includes ideology, politics, economy, socio-culture, and defense and security (Pandoyo, 1994). With a comprehensive understanding, integral, and integrated through Astagatra it will be known objectively padnas our current conditions, the following the problem issues - are facing and how to find a solution. Incorporating the concept of wasantra as an umbrella for national vigilance today is important because the government and citizens must understand their true identity as the Indonesian nation. Wasantra itself means the perspective of the Indonesian people about themselves and their homeland as an island nation with all aspects of life that are diverse (Usman in Duhita, 2012). When the state administrators and citizens still do not understand the concept of wasantra, it can be ascertained that the Indonesian nation is not ready to face all kinds of challenges in the future. This unpreparedness adversely affects the condition of national vigilance. National vigilance means the quality of preparedness, preparedness and the manifestation of the concern and sense of responsibility of the Indonesian people to be able to detect, anticipate early and prevent various forms of threats (Hikam, 2013). According to Lemhannas (2012), national vigilance is an attitude concerning nationalism that is built from a sense of caring and a sense of responsibility and concern of citizens towards the survival of society, nation and state. National vigilance can also be interpreted as a manifestation of the 2691| Zulaecha Ngiu MULTICULTURAL EDUCATION IN STRENGTHENING NATIONAL BEWARE OF RADICALISM THREATS IN INDONESIA concern and sense of responsibility of the Indonesian people for the safety and position of the nation and state of Indonesia (Budigusdian, 2012). When the Indonesian people have a high sense of national vigilance Indonesia has prepared itself well for all forms of strategic environmental changes that create various threats, including the radicalism movement. The reform era that has lasted more than ten years still seems to be tinged with many problems and threats, especially from within the country itself. It is undeniable that Indonesia's life at this time is strongly coloured by social-communal conflicts which ultimately provide more free space for radical groups. Even though Indonesia's national life has progressed in various aspects of life, at the same time, there have been various kinds of vulnerabilities that threaten the national security conditions of the Indonesian nation (Wingarta, 2012). This fact clearly shows the emergence of responses that state conditions seem safer than in previous eras and as such it is appropriate for the government to increase its national vigilance. At present, the country is experiencing a crisis of national vigilance which can be seen from the increasing number of social problems that have arisen and the growing number of radical groups that are developing. It seems that Indonesia has truly enjoyed the euphoria of reform to the point of forgetting its vigilance against threats and challenges which can ultimately weaken its national resilience (Wingarta, 2012). Thus, the current condition of Indonesia's national vigilance needs to be given priority from the government and all its citizens to strengthen their resilience in facing current and future threats. Strengthening National Awareness through Astagatra Astagatra aspects need to be considered by the government to strengthen national vigilance. On the trigatra aspect , a government that does not pay attention to all its wealth and potential can be assumed to also not pay attention to its level of vigilance. Indonesia has a strategic position with an archipelagic state ( archipelagic state ) consisting of 17,500 large and small islands and is located at a cross between two continents, Asia and Australia. Indonesia is the largest archipelago country in the world with the second- longest coastline in the world after Canada. Indonesia's natural wealth makes it a country that is rich in mineral resources, marine resources, flora and fauna, some of which have not yet been identified, especially marine biota. Indonesia's population of more than 230 million people is a potential strength in human resources and areas of the world economy, as well as a third largest democratic country in the world after India and the United States. This strategic geopolitical position requires national vigilance. Seen from the global geostrategic aspect, the Republic of Indonesia is a target for the struggle for influence, especially in the superpowers, which in the post-Cold War had to make various adjustments due to the loss of two superpowers and the absence of a new balance of power in the geopolitical and geostrategic constellations. global (Suradinata, 2005). Indonesia as one of the main forces in Southeast Asia and Asia Pacific region, as well as leaders of the Islamic world, will always be present and play a role in any changes in the inter-nation arena. Meanwhile, the emergence of non- state forces in global politics must also be anticipated and managed properly because of the implications for national security. The phenomenon of asymmetric warfare ( asymmetric warfare ) in the form of terrorism is something that cannot be ignored as a reality in the strategic environment that arises from these non-state forces (Soesastro, 1993). Meanwhile, the government is also expected to continue to prioritize aspects of Pancagatra which include ideology, politics, economics, socio-culture, and defence and security (Pandoyo, 1994). The Republic of Indonesia, which was proclaimed in 1945, has been fought by the Indonesian people since the colonial period in various forms of resistance to colonial rule. It was only at the beginning of the twentieth century that a new consciousness emerged in the form of nationality which crystallized from the experience of occupation and oppression and awareness of one region. This awareness formed the nationality of Indonesia on October 28, 1928, and then found its momentum to become a dominating nation in 1945. The crystallization of historical experience, culture, and the will of the nation to dominate became the basis for the nation's founders to formulate an ideal foundation namely Pancasila and constitutional foundation in the form 1945 Constitution, especially the Preamble to the 1945 Constitution. Nationality grow Vigilance Through Cooperation between the Government and Civil Society Civil Society As A Subject Increasing national vigilance is an important prerequisite for strengthening national resilience in all countries, including the Republic of Indonesia. 2692| Zulaecha Ngiu MULTICULTURAL EDUCATION IN STRENGTHENING NATIONAL BEWARE OF RADICALISM THREATS IN INDONESIA
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